Journal Articles

Permanent URI for this collectionhttps://hdl.handle.net/20.500.12504/149

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Browsing Journal Articles by Subject "Inclusive schools"

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    Exclusion within the inclusion practices of learners with hearing impairment in inclusive schools : a systematic review
    (International Journal of Studies in Inclusive Education, 2024-12-20) Salimini, Mbazi; Patrick, Ojok; Stackus, Okwaput
    This systematic review examines the exclusion within the inclusion practices of learners with hearing impairment (LwHI) in inclusive schools. Four databases, Google Scholar, PubMed, EBSCO-host, and Research Gate, were used. The study was guided by the 5W+1H framework for systematic review. The search was conducted in September 2024, and the searching strategies were Boolean operators (AND, OR, and NOT) and proximity operators (SAME and NEAR). The eligibility of the studies was ensured using PRISMA guidelines, and the reviewed studies were appraised using the Critical Appraisal Skills Programme (CASP). The database search identified 108 studies; only 27 were eligible for the study after screening. The reviewed studies were analysed narratively, and no statistical data were presented in the results. Based on the established research questions, it was revealed that the availability and use of hearing assistive devices like hearing aids and cochlea implants, support services from audiologists and speech therapists, use of total communication, use of teaching aids, provision of extra time when teaching LwHI, the low pace of teaching and use of inclusive instructional and assessment strategies are some of the inclusion practices in inclusive schools. In contrast, negative attitudes towards LwHI, use of exclusive instructional and assessment strategies, rigid curriculum, poor seating arrangement, and inadequate skills in sign language are the critical exclusion practices that hinder the inclusion of LwHI in inclusive schools. This review highlights that exclusion practices exist because of the poor preparation of teachers to teach in inclusive schools and poor infrastructures in inclusive schools.
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    Provisions of community-based rehabilitation services on inclusive education in secondary schools that enrol learners with hearing impairment in Tanzania
    (International Journal of Research and Innovation in Social Science (IJRISS), 2025-12-08) Mbazi, Salimini; Oketch, John Baptist; Okwaput, Stackus
    The study examined the provisions of Community-Based Rehabilitation services in inclusive secondary schools that enrol learners with hearing impairment in Tanzania. The objectives of the study were: (i) to analyze the CBR services offered in inclusive secondary schools that enrol learners with hearing impairment in Tanzania, (ii) to examine how CBR services are provided in secondary schools that enrol learners with hearing impairments in Tanzania. The study was guided by the social model of disability with assumptions that disability is not caused by an individual's medical condition or physical or mental impairment; instead, disability arises as a consequence of societal attitudes, physical and organizational structures. The study was underpinned by the constructivist paradigm, which employed a qualitative research approach with an exploratory case study design. Constructivists support qualitative and interpretive approaches that seek deep, contextual understanding rather than generalizable laws. The study used semi-structured interviews, focus group discussions, observations and document reviews. Data were collected from a criterion-purposive sample of 27 participants (8 teachers, 3 officials from voluntary organizations, and 16 learners with hearing impairments). Data collected through interviews and focus group discussions were analyzed using a thematic analysis protocol, followed by content analysis of the reviewed documents and observations. The study found that CBR services offered in inclusive schools include sign language interpretation services, instructional materials, infrastructure development (both physical and technological), and school fee subsidies. It was further revealed that services are provided in three ways: categorically, individually, and through a whole- school approach. The study recommends that voluntary organizations should adopt a bottom-up approach, from project planning to implementation. The study further recommends that the government develop training programs for teachers to use categorical, individualized, and whole-school approaches in inclusive schools.